Environmental Science and Human Population Worksheet

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Environmental Science and Human Population Worksheet

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University of Phoenix Material

Environmental Science and Human Population Worksheet

Using the textbooks, the University Library, or other resources, answer each of the following questions in 150- to 300-words. Be sure to provide references for the sources you use.

Question Response
Is the current growth rate of the human population sustainable? Explain, using the concept of carrying capacity.

 

  
Using an internet search, provide a timeline of important events in the modern environmental movement since 1960.

 

  
Perform an internet search using one of these topics: car, electronics, water bottles, plastic grocery bags, food choice, home size, commuting and incorporate the “environmental impact” they may elicit.

Read one of the articles you find and explain:

· The environmental impacts of that item or activity.

· How you as an individual can reduce your impact on the environment as it relates to this item or activity.

 

  
Explain the relationship between three aspects of science: hypothesis, research/experimentation, and theory.  

References

· APA-formatted citation

· APA-formatted citation

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Interactions of Hazardous Materials

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 Unit VII Case Study

For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course. In this scenario, diisocyanates [toluene diisocyanate (TDI) and methylene diphenyl diisocyanate (MDI)] are being unloaded at the tank farm of HLF Polyurethane Manufacturing. TDI and MDI are used as raw materials in the production of polyurethane. During the unloading process, the vapor return line ruptured and caught fire due to a nearby welding operation that provided the ignition source.

The following actions were initially taken:

The evacuation alarm was sounded and the facility emergency response team (ERT) was activated.

The plant manager and the local fire department were notified of the incident.

The incident command was established at the facility office near the main access gate to the south (this is the furthest distance within the property boundary from the incident location).

The incident commander implemented actions required under the approved emergency response plan.

The ERT was not able to immediately isolate the source of the incident.

The fire department arrived on location and assumed the incident command of the event.

Additional Relevant Information:

The facility encompasses an area measuring 2000 feet by 1400 feet.

The nearest residential community is located approximately 1000 feet to the northeast.

A plastic recycling plant is located along the south fence boundary of the refinery. A major interstate highway runs directly parallel to the plant.

The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast.

The facility has a trained ERT that can respond to incidents.

Your essay must address the following:

Identify all hazardous materials involved, their classifications and their physical properties.

Discuss chemical incompatibility and interactions relevant to this incident.

Explain how the lead incident commander should respond to this incident based on the Emergency Response Guidebook (ERG).

Click the link below to access the ERG at the Pipeline and Hazardous Materials Safety Administration website: Pipeline and Hazardous Materials Safety Administration. (n.d.). Emergency Response Guidebook (ERG). Retrieved from http://www.phmsa.dot.gov/hazmat/library/erg

Explain the corrective action plan that should be implemented to prevent a reoccurrence of this event.

Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the textbook, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format.

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Critical reading response

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By answering all the following questions,  in 3 paragraphs. In MLA format, 12pt, double spaces.

1st paragraph:

Why do you think Brady wrote this essay? Was her purpose to explain a wife’s duties, to complain about her own situation, to poke fun at men, to attack men, or to provide a realistic and fair definition of a wife? Keep the time period in which this was written in mind.

2nd paragraph:

What does Brady seem to assume about her readers’ gender(male or female) and their attitudes toward women’s roles in society, relations between the sexes, and work inside and outside the home.

3rd paragraph:

Brady intended to provide a reaction from readers. What is your reaction to this essay: Do you think it is realistic or exaggerated, fair or unfair to men, relevant or  irrelevant to the present time? Why? Explain your reasoning?

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Case study 2

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Case Study Instructions You will assume the role of the investigator for the following foodborne illness case file. You will analyze the data, determine attack rates, and perform the statistical calculations necessary to find and association with disease and determine a likely source of the outbreak. You will then develop a plan to stop the propagation of the outbreak and create an educational program for food handlers to highlight prevention of a similar outbreak in the future. You should ensure that all practices and recommendations are in accordance with any regulations of the governing agency.The required length of this case study is 8 double-spaced pages. The title page and reference page are not included in the 8-page minimum requirement. You should include a minimum of 5 sources from government publications. You are welcome to use more sources, but at least 5 sources must be from government publications. The formatting should be consistent with the AMA style format. (Hint: graphs and tables included in this case file may be useful). CASE:You have just finished your MPH at Liberty University and have taken a position with the Centers for Disease Control and Prevention (CDC) in the Vessel Sanitation Program (VSP). Today, you have been asked to participate in an investigation of the outbreak of a diarrheal illness aboard the cruise ship Warped Imagination bound to Miami from a Caribbean voyage. In accordance with VSP protocol, the chief medical officer on board the ship has kept a log of illness among the crew and passengers. Sick passengers and crew were instructed to begin a BRAT diet (bananas, rice, apple sauce, tea, and toast). Normally a formal count would be presented to the VSP 36 hours prior to arrival in the US; however, on the fifth day of the trip a total of 67 cases of diarrheal illness had been recorded among the 2500 passengers and 3 cases of a similar illness among the 1200 crew. Afflicted crew members and all food handlers have been removed from duty. It is now the 6th day of the trip and, since the case load has reached the 2% threshold for passengers, the medical staff has filed the mandatory report of the situation to the VSP. The ship has made ports of call at Key West; Ocho Rios, Jamaica; Cozumel, Mexico; Belize; and Grand Cayman. The remaining ports of call have been canceled and the ship is en route to Miami as the capacity of the medical staff to provide care may soon be exceeded by the case load of victims requiring IV therapy. The captain expects to make it to Miami within about 48 hours provided the weather cooperates. The first case of the illness was logged on the second day of the cruise about 4 hours after departing from Ocho Rios. The index case is a 26 year-old newlywed white female from Philadelphia. Her husband has not experienced any symptoms. The wedding was the day prior to their departure from Philadelphia. Their only meal the day of the wedding was a catered dinner of chicken and beef barbeque, mashed potatoes, mixed steamed vegetables, a tossed salad, wedding cake, fruit punch and a glass of champagne. The caterer also provided a box of leftovers which the couple snacked on that evening and again just prior to leaving for the airport on the day the cruise began. They consumed only the complimentary Coke and pretzel snacks during their flight between the time they left home and the time when they had boarded the ship went to the buffet as soon as they could. The couple disembarked at Key West, the first port of call, where they ate Key Lime Pie and coffee. They had no water, alcoholic beverages or other food while ashore. That evening they were among the first passengers to eat from the buffet on the ship (See Table 1 for her food diary). The woman was feeling a bit of malaise and wanted to retire early. The following day, the couple had a light breakfast of fruit, yogurt, toast and coffee aboard ship just before making the port of call in Jamaica. The woman claims to have had no appetite that morning and while ashore only sipped a bottle of water acquired from the ship. She consumed no food in Ocho Rios. Her husband had a cola and salt fish.Ten additional cases were diagnosed by the medical staff the fourth day of the voyage and a total of 70 cases was either diagnosed or self-reported by the fifth day (Table 2). The predominant symptoms reported are vomiting and diarrhea. A low grade fever is variable. Everyone afflicted, including the index case, continued to have intermittent diarrhea and loss of appetite when the initial report was made to VSP. Detailed food diaries during port of calls for each victim are not available; however, only passengers and crew who have consumed food from the ship’s buffet have become ill. Table 3 is a working spreadsheet of foods consumed by the passengers and crew from the buffet while on board the ship comparing afflicted and non-afflicted individuals.

TABLE 1 onboard food consumption by index case
foods eaten day 1 day 2 day 3 day 4 day 5
coffee yes yes no no no
hot tea no no yes yes yes
iced tea no no yes yes yes
fountain drink no no yes yes yes
ice yes yes yes yes yes
watermelon yes yes no no no
pineapple yes yes no no no
cantaloupe yes yes no no no
grapefruit yes yes no no no
passion fruit yes yes no no no
kiwi yes yes no no no
papaya yes yes no no no
banana no yes yes yes yes
hamburger yes yes yes no no
apple juice yes yes no no no
prime rib yes no no no no
Hawaiian ham yes no no no no
green beans yes no no no no
carrots yes no no no no
creamed corn yes yes no no no
broccoli yes no no no no
tossed salad yes no no no no
white rice no yes yes yes yes
boiled potato yes no no no no
cole slaw yes no no no no
tomato slices yes yes no no no
yogurt no yes no no no
white bread yes no no no no
apple sauce no yes yes yes no
ice cream yes no no no no
apple pie yes no no no no
cheese cake yes no no no no
Table 2 onset of cases aboard cruise ship
  day 1 day 2 day 3 day 4 day 5
new passenger cases 0 1 0 7 59
new crew cases 0 0 0 3 0
total new cases 0 1 0 10 59
total cumulative cases 0 1 1 11 70
non ill 3700 3699 3699 3689 3630
TABLE 3: Food Consumption from Buffet Aboard Warped Imagination
  afflicted passengers and crew non-afflicted passengers and crew
foods eaten day 1 day 2 day 3 day 4 day 5 day 1 day 2 day 3 day 4 day 5
bacon 43*** 37*** 34*** 10 0 3000 2763 2879 2556 2865
sausage 24 12 0 12 0 1287 1534 1302 698 779
fried ham 12 17 12 7 0 615 863 827 793 654
pancakes 28 63 27 24 0 1377 3312 1743 1752 1297
French toast 34 12 26 18 0 2300 1389 1476 1576 1681
scrambled eggs 47*** 43*** 39*** 37 0 2548 2334 2089 2192 2212
cold cereal 15 15 12 10 0 800 778 731 803 768
skim milk 66 66 66 57 0 3478 3478 3478 3478 3478
whole milk 3 3 3 0 0 175 175 175 175 175
coffee 70*** 70*** 69*** 59** 0 3497 3512 3612 3597 3581
hot tea 40 40 41 47*** 70*** 2069 2109 2211 2075 2075
iced tea 40 40 41 47 70*** 2081 1056 2112 2333 2100
fountain drink 49*** 53*** 54*** 63*** 61*** 2217 2749 2757 2566 2239
ice 70*** 70*** 70*** 70*** 70*** 3630 3618 3624 3630 3630
oatmeal 1 2 1 1 0 122 103 99 76 61
watermelon 60*** 60*** 60*** 50 0 968 763 428 534 677
pineapple 45* 45 40 30 0 2413 2425 2451 2312 2433
cantaloupe 47*** 47*** 45*** 35 0 1287 1286 1290 1301 1287
grapefruit 12 15* 15 11 0 778 779 783 775 715
passion fruit 30 35 45 43 0 1563 1823 2345 2330 2312
kiwi 30 35 35 35 0 1547 1837 1832 1815 1821
papaya 46 47 44 39 0 2401 2412 2397 2076 2073
banana 50*** 53*** 59*** 49*** 70*** 2593 2852 3112 3018 2987
apple juice 55 54 49 47* 65** 2853 2853 2597 2540 2543
grapefruit juice 0 0 0 0 0 1238 1227 1199 1328 1213
hamburger 70*** 70*** 70*** 59 0 2567 2312 2214 2237 2412
fried chicken 23 14 12 30 0 1296 769 756 1612 987
prime rib 70*** 69 58 43 0 3630 3627 3200 2300 2413
Hawaiian ham 59 53 36 38 0 3085 2714 1869 2078 2217
green beans 68** 60 60 53 0 3530 3121 3108 3123 3119
carrots 63 60 38 41 0 3269 3114 1999 2133 2210
creamed corn 35 38*** 34 31 0 1036 667 623 519 543
broccoli 33 45 27 28 0 1813 2334 1554 1563 1567
tossed salad 41 63 40 32 0 2232 3278 3206 2111 2328
white rice 53*** 48*** 43*** 70*** 70*** 2750 2599 2319 2526 2417
mashed potatoes 69*** 67* 65 54 0 3602 3526 3418 3515 3591
boiled potatoes 52* 50 54 36 0 2704 2594 2852 2598 2419
potato salad 43 37* 40 13 0 2333 2071 2075 2140 2167
cole slaw 34 33 33 12 0 1728 1823 1873 1856 1917
tomato slices 70*** 70*** 69** 59 0 3387 1292 1721 1312 1097
asparagus 33 12 25 0 0 1847 1783 1299 1717 787
yogurt 40 12 18 0 0 2047 1555 1113 1719 1982
leaf lettuce 15 33 39 26 0 863 1888 2077 1350 1613
cheddar cheese 25 25 27 23 0 3312 1543 1397 1192 2109
white bread 35 35 35 35 70*** 1763 1918 2019 1815 1772
apple sauce 13 17 14 11*** 70*** 694 893 771 663 894
ice cream 20 23 24 21 0 1067 1284 1281 1093 1123
apple pie 56* 53* 49* 48 0 2988 2748 2587 2554 2548
chocolate cake 66** 67* 56* 43 0 3423 3478 3005 3397 3414
cheese cake 61 60* 58* 48 0 3400 3200 3010 3111 3093
  * indicates food consumed by a sickened crewmember    

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Advanced Air Quality Control

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Course Syllabus

Course Description

Explores an in-depth study of advanced air quality control science and management practices. Addresses health effects, environmental impacts, monitoring, modeling, and treatment.

Course Textbook(s)

Godish, T., Davis, W. T., & Fu, J. S. (2014). Air quality (5th ed.). Boca Raton, FL: CRC Press.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Describe methods for monitoring air pollution. 2. Critique air pollutant modeling equations and software. 3. Assess health effects of air pollution. 4. Examine causes of indoor and outdoor air pollution. 5. Evaluate health risks of air pollution exposure. 6. Estimate the impact of air pollution on the environment. 7. Evaluate air pollution control technologies.

Prerequisite(s)

No prerequisite courses are required for enrollment in this course.

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library web page. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 a.m. to 5 p.m. and Friday from 8 a.m. to 3 p.m. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

LibGuides

Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such as databases, e-books, and websites specific to your courses. If you have any questions, please reach out to your friendly

MEE 6501, Advanced Air Quality Control

MEE 6501, Advanced Air Quality Control 1

 

 

library staff.

Click here for the LibGuide for this course.

Unit Assignments

Unit I Journal

We are about to work through Godish, Davis, and Fu’s (2014) textbook related to air quality. As such, we are going to be discussing engineering principles related to how we can engineer air quality as a means of controlling air quality. Consequently, we must first consider what constitutes air pollution. What do you believe qualifies as air pollution? Why?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit II Journal

In our first unit, we learned about chemical redox reactions that take place in the environment and that often create outdoor air pollution. In our reading, we were introduced to the term sink.

What is the significance of an atmospheric chemical sink—specifically when studying methods to engineer outdoor air quality? How would you explain this in layman’s terms to a company hiring you to help with the permitting process for a new facility?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit II Mini Project

Over the course of the next six units, you will be developing a course project. You will complete a single section of the course project in every unit by completing one section of the course project, and then you will add to it with the subsequent work in the following unit. This unit work will be in the form of unit mini projects.

Our course project will be to develop a document titled “A Permit by Rule (PBR) Evaluation for a Painting Operation” and will serve as a simulation of our work as a contract environmental engineer to an industrial organization planning a painting operation within the United States.

The Scenario:

You have contracted with an industrial organization to engineer and write a state air Permit by Rule (PBR) evaluation for a painting operation facility. According to the local state laws and U.S. Environmental Protection Agency (EPA) laws, the facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will then become the operational air permit for the facility.

As a result, your client wants the air permit to automatically align the painting operation facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to evaluate the planned painting operation against the PBR requirements in order to meet the air permit criteria, using the state guidance document and considering the equipment and chemicals already planned for the facility operations.

You have tabulated the following information from what you have gleaned from the material SDS documents and equipment technical data sheets plan (depending on your scenario selection, each “unit” represents a single aircraft, rail tank car, or vehicle):

Interior Liner Coating Material

10 gallons coating/unit 2 gallons of solvent/unit

Unit Lining Application Apply interior liners to two (2) units/day Work five (5) hours/day and four (4) days/week

Unit Lining Curing Cure interior liners of two (2) units/day Work five (5) hours/day and four (4) days/week

Interior Liner Cure Heater fuel source is natural gas-fired drying oven

Heater generates 2.1 million (MM) Btu/hr at maximum 2,500 hrs/year

Unit Lining Design Cross-draft air plenum Unit interior is the spray area

Exhaust Fan 10,000 ft3/min (CFM) 1 exhaust fan

MEE 6501, Advanced Air Quality Control 2

 

 

Air Makeup Unit 5760 ft3/min (CFM) 1 air makeup system

Filter Openings 20.0 ft2 each Two (2) filter openings

Coating WV VOC content 2.8 lb/gal coating

Coating VM Coating volume 1.0 gal

Water Content Per gal/coating 1.0 lb/gal

Water Density Per gal/water 8.34 lb/gal

Coating VW Water volume Calculation

Exempt-solvent Content Per gal/coating 0.5 lb/gal

Exempt-solvent Density Per gal/exempt solvent 6.64 lb/gal

Coating Ves Exempt solvent volume Calculation

Additionally, your state’s department of environmental quality (DEQ) has provided you the following PBR limits:

Potential to Emit (PTE) 100 tons VOC/year

Face Velocity 100 ft/min

Filter Velocity 250 ft/min

VOC/5-hour period 6.0 lbs/hr

Short-term Emissions 1.0 lbs/hr

Long-term Emissions 1.0 tons/yr

From your first visit with your client, these are your notes and process flow sketch reflecting the intended operational design:

The client has designed an interior coating spray painting system that allows the interior of each unit to be coated. The operations will involve a stripped-down unit being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each unit. The unit will be placed in the spray booth. The booth will be opened at one end of the booth for makeup air. The exhaust air will flow through an exhaust chamber at the other end of the unit. For each unit, once the liner application operations are completed, the forced curing (drying) operations will immediately commence.

Instructions:

1. Closely read the required reading assignment from the textbook and the unit lesson within the study guide, and consider reading the suggested reading.

2. Select the PBR evaluation document to be for only one of the following: (a) an aircraft manufacturing exterior coating paint booth, (b) a rail tank car interior lining process, or (c) a vehicle exterior coating paint booth. You will continue with this scenario selection for the remaining six units, to complete the entire document.

3. Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper,

MEE 6501, Advanced Air Quality Control 3

 

 

begin drafting a PBR evaluation document. You will add to this document in every subsequent unit with another prescribed level 1 heading, building out the entire document one section at a time.

4. Make your Unit II work the first level 1 heading (center, bold) titled “General Considerations for Operation,” and describe the scenario that is presented above, while specifically describing the scenario that you selected (aircraft, tank car, or vehicle). While describing your scenario, you must include the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to outdoor air pollution. You are required to describe the scenario in at least 200 words (minimum). You may find it convenient to summarize the tabulated information in your General Considerations section of the permit for future reference throughout the rest of the course, but do not attempt to tabulate the information in the exact order as what is presented here (to avoid a high match in SafeAssign).

5. Also under the first level 1 heading, present a box and line process flow diagram (PFD) drawing of the selected scenario. See the drawing on page 375 of the textbook as an additional example of a PFD if you need assistance understanding how to draw one; do not draw the same system that is provided on that page. Do not hand-draw this, but use the “insert” and “shapes” features within Microsoft Word to construct the PFD. Simple labeled boxes and lines are adequate for this preliminary work, so it is not necessary to present specific shapes in your PFD for your selected scenario.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. We will be adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

In following units (Units III through VII), the unit lessons will contain information related to the interior surface coating operation by means of practical mathematical calculation examples. Consequently, it is imperative that you read the unit lessons within the study guide in every unit, use the math calculation examples provided in each unit lesson, and consider the current (as well as previous) material from the textbook and the additional information cited and referenced in the study guide for every unit. This project will serve as a comprehensive demonstration of your applied learning of engineering air quality.

Your completed mini project should be a minimum of one page, not counting the title page, abstract page, and reference page. You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit III Journal

Which do you think poses a greater risk to the overall population in U.S. homes: radon or biological contaminants? Why? Do you think it could vary by region? Why?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit III Mini Project

As a continuation of our course project due in Unit VII (a Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC and ES Content per Unit—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook and the unit lesson in the study guide, and consider reading the suggested reading.

2. Open your proposal draft from Unit II, and make any improvements to your draft using your professor’s feedback from the Unit II Mini Project.

3. Open the Unit III Study Guide, and review the calculations demonstrated and explained (specifically regarding VOC and ES weights per gallon and per unit for our given scenario data). Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit III work the second level 1 heading, titled “VOC and ES Content per Unit.” Describe the environmental, health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to indoor air pollution. Perform and present (not hand-written, but neatly typed) the calculations for both the VOC and ES values (in lbs) in this section of your project.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for the VOC and ES content per unit must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit IV Journal

Consider that an employee within a company-sponsored (OSHA required) medical monitoring program for your industry has just had an annual work physical and now reports to have pulmonary stress, hearing damage, and elevated blood lead (Pb) concentrations that were not previously reported on the employee’s pre-employment exam. As a result, the human resources manager has asked you to help determine what work-related variables may have contributed to the employee’s impacted health. What variables would you need to consider from within the work system, and what questions would you need to ask the worker to consider from within the worker’s area of residence? How would you attempt to delineate the air quality impacts from the employee’s work system and home?

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Your journal entry must be at least 200 words. No references or citations are necessary.

Unit IV Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—Operational Air Emission Rates—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide. 2. Open your proposal draft from Unit III, and make any improvements to your draft using your professor’s feedback from

the Unit III Mini Project. 3. Open the Unit IV Study Guide, read the Unit IV Lesson, and then review the calculations demonstrated and explained

regarding the operational air emission rates, 5-hour average period, and potential to emit (PTE) statistical model calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit IV work the third level 1 heading, titled “Operational Air Emission Rates.” Describe the environmental, health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to adverse health effects on humans. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) calculating maximum hourly and annual emission rates, (b) reporting the emission rate averaged over a five-hour average period compared to the DEQ permit limits, and (c) reporting the potential to emit compared to the DEQ permit limits.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit V Journal

Oil field companies are often known for keeping a well-serviced fleet of trucks for their staff employees, including often replacing these trucks for aesthetic purposes in order to maintain a strong marketing position within their competitive marketplace of client oil and gas producers. One of the most notable deteriorations of oil field service vehicles with relatively little age and mileage is the exterior paint coating of the vehicle. What air pollutants might be responsible for the deterioration of the vehicle paint color, luster, and integrity? Carefully explain your answer from a chemical perspective.

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit V Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—Operational Air Emission Rates—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide. 2. Open your proposal draft from Unit IV, and make any improvements to your draft using your professor’s feedback

from the Unit IV Mini Project. 3. Open the Unit V Study Guide, read the Unit V Lesson, and then review the calculations demonstrated and explained

regarding the operational air emission rates, five-hour average period, and potential to emit (PTE) statistical model calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit V work the fourth level 1 heading titled “Operational Face and Filter Velocities.” Describe the environmental, health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the variables causally related to adverse health effects on both ecological systems and physical structures. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) calculate the face velocity and (b) filter velocity of your scenario’s work system.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VI Journal

Consider Godish, Davis, and Fu’s (2014, p. 250) Figure 7.5; the fact that the reported industry practice is to accept sample data within 10% of the true value for statistical sampling methods and within 25% of the true value for passive sampling methods.

What problems do you perceive that this practice could pose when attempting to generalize air quality study outcomes? If you were the environmental engineer for a company tasked with monitoring emissions, reflect on how you would explain to management the benefits of stricter tolerances in your company’s monitoring.

MEE 6501, Advanced Air Quality Control 5

 

 

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit VI Mini Project

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide. 2. Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback

from the Unit V Mini Project. 3. Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained

regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air quality.

5. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and (c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going to need any administrative controls to keep it is compliance with the state requirements.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VII Journal

Consider the looping plume form due to windy conditions, and recall that the Gaussian model presumes a normal curve distribution. What problems do you perceive that a Gaussian model might pose when attempting to exclusively use this model in variable wind areas? How do you think the shape of the looping plume could affect the statistical model assumptions inherent in the Gaussian model?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

Unit VII Course Project

To finish our course project (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the last section— Heater and Oven Combustion Emissions—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide. 2. Open your proposal draft from Unit VI, and make any improvements to your draft using your professor’s feedback

from the Unit VI Mini Project. 3. Open the Unit VII Study Guide, read the Unit VII Lesson, and then review the calculations demonstrated and explained

regarding heater and oven combustion emissions calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit VII work the sixth level 1 heading titled “Heater and Oven Combustion Emissions.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for statistically modeling air quality mathematically and with modeling software options.

5. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project (a) nitrous oxides (NOx), (b) carbon monoxide (CO), (c) particulate matter (PM), (d) volatile organic compounds (VOC), and (e) sulfur dioxide (SO2) for BOTH hourly emissions(short-term) in lb/hr AND annual (long-term) emissions in ton/year.

6. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. This now completes your abstract for this document.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source from the CSU Online Library. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

Unit VIII Journal

We have just spent the last seven units engineering air quality to meet federal Environmental Protection Agency (EPA) and state air quality control limits. How will you be able to apply what you learned in this course to your current or future work within your own state within the United States, or within a different country (if you do not reside in the United States)?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

MEE 6501, Advanced Air Quality Control 6

 

 

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find The CSU Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Writing Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Journal, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Journal rubric can be found within Unit I’s Journal submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your Journals, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are nongraded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to e-mail your professor. Responses to your post will be addressed or e-mailed by the professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

MEE 6501, Advanced Air Quality Control 7

 

 

Unit I The Atmosphere and Atmospheric Pollutants [ Weight: 11% ]

Read/View: Unit I Study Guide Chapter 1: Atmosphere, pp. 1-23 Chapter 2: Atmospheric Pollution and Pollutants, pp. 25-73

Submit: Unit I Journal Unit I Assessment

2% 9%

Unit II Engineering for Outdoor Air Quality [ Weight: 12% ]

Read/View: Unit II Study Guide Chapter 4: Atmospheric Effects, pp. 101-150

Submit: Unit II Journal Unit II Mini Project

2% 10%

Unit III Engineering for Indoor Air Quality [ Weight: 13% ]

Read/View: Unit III Study Guide Chapter 11: Indoor Air Quality, pp. 389-432

Submit: Unit III Journal Unit III Mini Project

2% 11%

Unit IV Engineering Air Quality for Human Health [ Weight: 13% ]

Read/View: Unit IV Study Guide Chapter 5: Health Effects, pp. 155-197 Chapter 12: Environmental Noise, pp. 437-459

Submit: Unit IV Journal Unit IV Mini Project

2% 11%

Unit V Engineering Air Quality for Ecological and Structural Health [ Weight: 13% ]

Read/View: Unit V Study Guide Chapter 6: Welfare Effects, pp. 203-236

Submit: Unit V Journal Unit V Mini Project

2% 11%

Unit VI Engineering Air Quality Monitoring Systems [ Weight: 13% ]

Read/View: Unit VI Study Guide Chapter 7: Air Quality and Emissions Assessment, pp. 239-269 Chapter 8: Regulation and Public Policy, pp. 283-326

Submit: Unit VI Journal Unit VI Mini Project

2% 11%

MEE 6501, Advanced Air Quality Control 8

 

 

Unit VII Engineering Air Quality Monitoring Systems, cont. [ Weight: 14% ]

Read/View: Unit VII Study Guide Chapter 3: Atmospheric Dispersion, Transport, and Deposition, pp. 77-98 Chapter 7: Air Quality and Emissions Assessment, pp. 269-277

Submit: Unit VII Journal Unit VII Course Project

2% 12%

Unit VIII Utilizing Pollution Control Technologies for Engineered Air Quality Control [ Weight: 11% ]

Read/View: Unit VIII Study Guide Chapter 9: Control of Motor Vehicle Emissions, pp. 331-352 Chapter 10: Control of Emissions from Stationary Sources, pp. 355-385

Submit: Unit VIII Journal Unit VIII Assessment

2% 9%

MEE 6501, Advanced Air Quality Control 9

 

  • MEE 6501, Advanced Air Quality Control
  • Course Syllabus
    • Course Description
    • Course Textbook(s)
    • Course Learning Outcomes
    • Prerequisite(s)
    • Credits
    • CSU Online Library
    • LibGuides
    • Unit Assignments
      • Unit I Journal
      • Unit II Journal
      • Unit II Mini Project
      • Unit III Journal
      • Unit III Mini Project
      • Unit IV Journal
      • Unit IV Mini Project
      • Unit V Journal
      • Unit V Mini Project
      • Unit VI Journal
      • Unit VI Mini Project
      • Unit VII Journal
      • Unit VII Course Project
      • Unit VIII Journal
    • APA Guidelines
    • Grading Rubrics
    • Communication Forums
    • Schedule/Grading

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Environmental Science: BIO_104_

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1. What is the difference between a renewable energy and a nonrenewable energy?

 

2. How can a scientist determine the net energy available in a fossil fuel deposit?

 

3. Which of the following is not a fossil fuel upon which humans rely on?

 

  • ·      coal
  • ·      oil
  • ·      nuclear power
  • ·      natural gas

 

 

 

 

4. Coal is derived from what type of organism?

 

  • ·      marine organic material, anaerobic decomposition by bacteria
  • ·      compressed organic material (woody plant material)
  • ·      marine organic material without bacterial decomposition
  • ·      not a fossil fuel

 

 

 

 

5. Which of the following countries has the largest reserve of oil?

 

  • ·      USA
  • ·      Russia
  • ·      Iran
  • ·      Venezuela
  • ·      Saudi Arabia

 

 

 

 

 

6. Primary drilling is the initial extraction of oil or gas, while secondary extraction solvents are used to remove what’s left of the oil or gas. TrueFalse

 

7. Access to more oil would be an advantage to drilling offshore. TrueFalse

 

8. Not being able to handle emergency situations in regards to oil leaks would be a disadvantage of offshore drilling. TrueFalse

 

9. Describe two ways that developed nations are trying to make their use of fossil fuels more efficient

 

10. Which of the following would be considered an advantage of nuclear power? Choose all that apply.

 

  • ·      No air pollution
  • ·      disposal of wastes
  • ·      public safety
  • ·      fewer emission associated health problems

 

 

 

 

11. Were you aware that the global supply of fossil fuels is dwindling so quickly? How does that affect how you think about your day-to-day activities with regard to fossil fuel use?

 

12. Clean energy is from a source that isn’t finite and renewable energy doesn’t leave behind harmful products.  TrueFalse

 

13. Why is the combustion of biomass considered to add no net gain in atmospheric carbon dioxide?

 

14. When can biomass use as an energy source become nonrenewable?

 

 

15. Which of the following would be considered a disadvantage of co-firing as a means to generate electricity?

 

  • ·      Carbon dioxide emissions
  • ·      Sustainability
  • ·      nutrients in soil
  • ·      all of the above

 

 

 

 

16. Discuss the advantages and disadvantages of growing corn for use in ethanol production.

 

17. Which of the following is not considered a major approach to using hydropower to generate electricity?

 

  •   storage
  •  run-of-river
  • ·      pumped storage
  • ·      none of these
  • ·      all of these

 

 

 

 

 

18. How can solar radiation be used passively?

 

19. Describe the costs and benefits of using photovoltaic cells for the generation of electricity.

 

20. What are hydrogen fuel cells? Why are they thought to be an important storage unit for renewable energy?

 

21. Which of the following are part of the main categories of waste?

 

  • ·      Municipal solid
  • ·      Industrial solid
  • ·      Hazardous
  • ·      Waste Water
  • ·      All of these
  • ·      None of these

 

 

 

 

 

 

22. Waste stream is the flow of waste from a source to the appropriate disposal site. TrueFalse

 

23. What is the primary purpose of an industrial ecologist?

 

24. Which of the following types of wastes are considered hazardous? Choose all that apply.

 

  • ·      Bleach
  • ·      Orange Peel
  • ·      Pesticides
  • ·      Paint
  • ·      All of these

 

 

 

 

 

25. Why is illegal dumping of hazardous waste common?

 

26. E-waste should be classified as hazardous because they contain heavy metals and toxic flame-retardants.  TrueFalse

 

27. What are some of the benefits and costs of incinerating waste before putting it into a landfill?

 

28. Which of the following is NOT one of the R’s discussed in this topic?

 

  • ·       Reuse
  • ·      Recycle
  • ·      Reduce
  • ·      Refurbish

 

 

 

 

29. Name an action that you can take for each of the three R’s described in the text/attend video.

 

 

30. Did the completion of this course change the way you view the environment and your impact on it? Explain

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Environmental Science

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Managing our Wastes and find a recent (within the year) news article about the topic.
You can use any topic in the last three chapters, but you can’t duplicate what someone else has already done.

I want you to post the LINK to the article and summarize the article in 100-500 words. Finally summarize how we can IMPROVE the condition of our planet and your topic based on what you’ve learned in the course. Let’s end on a positive note!

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PUP 200 Cities in Cinema

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It is a 2 pages essay.

I attached the the file that you would need to do this assignment.

 

and I will post the require readings so you can know what is the concepts in the class, because it’s connected to the essay.

– Hilliker, Lee (2002). “In the Modernist Mirror: Jacques Tati and the Parisian Landscape.” The French Review, Vol. 76, No. 2.  Available via the ASU library at: http://www.jstor.org.ezproxy1.lib.asu.edu/stable/pdf/3132711.pdf

 

-Nagourney, Adam. (January 2015). “Century Later, the ‘Chinatown’ Water Feud Ebbs”. The New York Times.  Available at http://www.nytimes.com/2015/01/21/us/a-century-on-the-chinatown-water-feud-ebbs.html?hp&action=click&pgtype=Homepage&module=mini-moth%C2%AEion=top-stories-below&WT.nav=top-stories-below&_r=0.

 

-Newman, Morris. “Skateboarders reinvent awkward spaces.” California Planning & Development Report Jan. 2005: 13. Business Insights: Global. Web. 27 Dec. 2016.  Available via ASU library at: http://pl8cg5fc8w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Skateboarders+reinvent+awkward+spaces&rft.jtitle=California+Planning+%26+Development+Report&rft.au=Newman%2C+Morris&rft.date=2005-01-01&rft.pub=California+Planning+%26+Development+Report&rft.issn=0891-382X&rft.volume=20&rft.issue=1&rft.spage=13&rft.externalDBID=IOF&rft.externalDocID=129016379&paramdict=en-US

 

– Clapp, James A. (2005). “Are You Talking to Me?—New York and the Cinema of Urban Alienation” Visual Anthology, 18: 1-18.  Available via ASU library at:

http://pl8cg5fc8w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%22Are+You+Talking+to+Me%3F%22-New+York+and+the+Cinema+of+Urban+Alienation&rft.jtitle=Visual+Anthropology&rft.au=Clapp%2C+James+A&rft.date=2005-01-24&rft.pub=Taylor+%26+Francis+Group&rft.issn=0894-9468&rft.eissn=1545-5920&rft.volume=18&rft.issue=1&rft.spage=1&rft_id=info:doi/10.1080%2F08949460590900025&rft.externalDocID=10341009&paramdict=en-US

-“Birds That Cannot Fly: Childhood and Youth in City of God” by Sonia Cristina Lino (Ch. 8) in Shary, Timothy, and Seibel, Alexandra, eds. Youth Culture in Global Cinema. Austin, US: University of Texas Press, 2007.  Available via ASU library at: http://pl8cg5fc8w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.title=Youth+Culture+in+Global+Cinema&rft.au=Lino%2C+Sonia+Cristina&rft.atitle=Birds+That+Cannot+Fly%3A+Childhood+and+Youth+in+City+of+God&rft.date=2007-01-01&rft.pub=U+of+Texas+P&rft.isbn=9780292709300&rft.spage=131&rft.externalDocID=R03929546&paramdict=en-US

-O’Brien, Gabrielle. “Pedal Power: Haifaa Al Mansour’s Wadjda.” Metro: Media and Education Magazine, Vol. 181 (Winter 2014), pp. 46-51.  Available via ASU library at: http://search.proquest.com.ezproxy1.lib.asu.edu/docview/1640745799?pq-origsite=summon&http://search.proquest.com/screenstudies/arts/

-Kates, Ronald. “New Urbanism Meets Cinematic Fantasyland: Seaside, “The Truman Show”, and New Utopias. Studies in Popular Culture, Vol. 23, No. 2 (October 2000), pp. 93-98. Available via ASU library at: http://www.jstor.org.ezproxy1.lib.asu.edu/stable/pdf/23414547.pdf

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Dendrochronology Lab

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  First paragraph:  What did you do in lab?  (methodology)

Second paragraph:  How does it relate to climate change/ the lecture? (why it is important; why tree ring is used…)

2-answer questions in lab (lab is attached)

 

Q1. Did the satellite data confirm your tree ring analysis for each location? Describe yes or no. If not, what might account for the differences between the two measurements?

Q2. Can you suggest data sets for other parameters that you could check that might support either the tree ring or the satellite data, if they do not agree?

Q3. Which of your data (tree ring analysis or the satellite data) best reflects year-long changes in precipitation? Explain your answer in terms of your data.

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INTRO TO ENVIRONMENTAL

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Climate Change Experiment LAB — Questions

Overview

Educated citizens need to understand how scientific investigations are done and how results and conclusions are reported in order to make informed decisions. What is experimental evidence? What is hypothesis testing? How do scientists evaluate data and draw conclusions? Educated citizens also need a basic understanding of climate change. In this lab, we are going to watch a video fieldtrip of the Asymmetric Warming Experiment at the Environmental Protection Agency (EPA) in Corvallis, which uses precision climate-controlled chambers called “terracosms”. After watching the video, you will answer questions to help guide you through understanding how the experiment was designed. The purpose of this lab is to refresh your memory and understanding of the scientific method and ecology while learning how scientists study climate change.

 

BE ORIGINAL! Remember to use your own words and do not copy verbatim from any online, previous or current student source. By submitting this assignment, you are agreeing to the following statement: “I understand that my paper will be checked against multiple sources for original content. A report will be generated that shows if content in this paper matches content in documents available on the Internet, in many print journals, and a database of other papers submitted by students. If submitted to the instructor, my paper will be added to the student database for comparison of future OSU papers against it. I maintain ownership of the original intellectual property created in this paper. I understand that results of this report may be used by the University in student conduct proceedings related to academic dishonesty (See Canvas Start Here module for more information)” Turnitin generates a report that highlights any potentially unoriginal text in your paper, including text from previous students’ or current students’ submissions.

 

Assignment

Watch the virtual field trip to EPA terracosms, and use the information to answer the questions below.

 

Link to virtual field trip:

https://courses.ecampus.oregonstate.edu/index.php?video=soil102/terracosm_fieldtrip.mp4

 

Last modified August 7th, 2018

4

 

Reflection (2 pts)

Reflect back on last week’s work. Please use complete sentences!

a) Identify one thing you did well. Be specific and use an example.

Type answer here

 

b) Identify one thing you could improve upon. Be specific and use an example.

Type answer here

 

Part 1: Hypothesis Development (21 Points)

 

1.1 (3 pts) Refer back to the lab background and field trip video to answer the following questions. Figure 1 may be helpful.

a) Describe what is asymmetric warming.

Type answer here.

 

b) Describe what is symmetric warming.

Type answer here.

 

c) How are they different from each other? How are they similar?

Type answer here.

 

1.2 (2 pts) Use Figure 1 to answer the following questions. 

Figure 1. Terracosm air temperatures over a 24-hour period from 6am – 6am.

a) Which of the warming treatments is warmer in the afternoon (noon – 6pm)?

Type answer here.

 

b) Which of the warming treatments is warmer at night (midnight – 6am)?

Type answer here.

 

Photosynthesis tends to increase with warming up to an optimal temperature, and then decrease with additional warming (Figure 2). Respiration does not have a temperature optimum; it tends to increase exponentially with temperature (until a plant becomes stressed or dies; Figure 2). 

Figure 2. Temperature response curves for photosynthesis (P) and respiration (R).

The balance of photosynthesis and respiration affect how much a plant grows. If a plant can photosynthesize more carbon than it respires, it will have a surplus of carbon it can use to make new tissue. But if a plant respires most of the carbon it photosynthesizes just to maintain its current tissue, it cannot grow more. Thus, if a plant can increase photosynthesis and not increase respiration, it will grow more. However, if respiration increases and photosynthesis does not, it will grow less.

 

Consider another scenario as a metaphor. If a human child gets enough food (photosynthesis) to support their activity level (respiration) they will grow normally. However, if their activity level increases (respiration) without also increasing food intake (photosynthesis) they will not grow. In plants, temperature affects their rate of food intake (photosynthesis) as well as ‘activity’ (respiration). If temperature increases too much, photosynthesis cannot make up for the losses due to respiration.

 

In the following section, you will be asked a series of short questions in order to guide you into answering the following, more in depth question.

 

1.3 (4 pts) Warming in the morning

a) What temperature is typical at 7a in the morning? (Figure 1)

Type answer here.

 

b) When temperatures are low (< 10oC), does photosynthesis or respiration increase faster (Figure 2)?

Type answer here.

 

 

c) Would a temperature increase from 5 to 10oC in the morning (6a-noon) lead to a greater increase in photosynthesis or in respiration?

Type answer here.

 

 

d) If global warming is causing the largest temperature increases to occur in the morning (i.e., the cooler part of the day), would you predict plants to grow more, less, or the same amount compared to their growth before warming?

Type answer here.

 

 

1.4 (4 pts) Warming in the afternoon

a) What temperature is typical in the afternoon (noon-6p)? (Figure 1)

Type answer here.

 

b) When temperatures are high (i.e., 25oC) does photosynthesis or respiration increase faster (look carefully at the photosynthesis curve in Figure 2)?

Type answer here.

 

c) Would a temperature increase in the afternoon (from 20 to 25oC) when temperatures are high lead to a greater increase in photosynthesis or respiration?

Type answer here.

 

d) If global warming is causing the largest temperature increases to occur in the afternoon (i.e., the hottest part of the day), would you expect plants to grow more or less than they did before warming? Explain your prediction.

Type answer here.

 

1.5 (3 pts) Warming at night

a) What temperature is typical at night (midnight-6a; a range is fine)?

Type answer here.

 

b) Would both photosynthesis and respiration respond to a temperature change at night? Consider carefully whether both photosynthesis and respiration occur at night.

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c) If global warming is causing the largest temperature increases to occur at night, would you expect plants to grow more or less than they did before warming? Explain your prediction.

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1.6 (3 pts) Formulating hypotheses

Below are the three alternative hypotheses that Dr. Jillian Gregg tested in the Asymmetric Warming study. Provide at least one reason each hypothesis might be expected to be true, based on your responses above. Consider how temperature affects both photosynthesis and respiration.

 

a) Hypothesis 1: Plants will grow more under asymmetric warming than under symmetric warming.

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b) Hypothesis 2: Plants will grow less under asymmetric than symmetric warming.

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c) Hypothesis 3: Plants will grow similar amounts under asymmetric and symmetric warming.

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1.7 (2 pts) A hypothesis is different from an ordinary prediction because it is both testable and falsifiable.

 

a) Explain how the hypotheses above are testable.

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b) Explain how the hypotheses above are falsifiable.

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Part 2: Experimental Design (11 Points)

Figure 3. View of the 12 terracosm chambers.

 

 

2.1 (2 pts) Jillian Gregg decided that the best way to test between her hypotheses was with an experimental study. What are the key differences between an experimental study and an observational study (note that you make observations in both…)??

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2.2 (3 pts) Identify:

 

a) which treatment was the control group in the experiment?

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b) which treatment or treatments was a manipulated group in the experiment?

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c) which variable was manipulated in the asymmetric warming study?

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2.3 (2 pts) Replication is critical for any experimental study. In this experiment:

 

a) How many replicates were there for each group?

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b) Why is it important to have replication in this experiment?

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2.4 (2 pts) The hypotheses listed above are only concerned with comparing asymmetric and symmetric warming. Explain why you think Jillian Gregg included the ambient terracosm chambers.

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2.5 (2 pts) If you were to develop an observational study to test Jillian Gregg’s hypotheses, how might you go about it? Note: do not say that you would observe the chambers. Make sure your answer here is consistent with your answer in 2.1, above.

Type answer here.

 

Part 3: Ecology (12 Points)

 

Figure 4 shows Jillian constructing the terracosm soils, and the grasses and wildflowers shortly after they were transplanted from the green house. Any ecological experiment involves trade-offs: the more controlled an experiment is, the more certain one can be that differences between groups are from the experimental manipulation and not just from natural variability, but the less confident one is that the results are relevant to real-world conditions. Jillian Gregg indicated that terracosms are more realistic than manipulating potted plants in growth chambers.

 

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Figure 4. The terracosm chambers during the construction process. Left: filling the belowground compartments with soil and buring soil moisture sensors. Right: transplanted seedlings during the first year.

 

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3.1 (3 pts) Identify at least three things about the terracosms that make them more realistic than potted plants grown indoors.

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3.2 (3 pts) Name at least three features of the terracosm that made this study more artificial, and less ecologically realistic, than a completely open environment.

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Figure 5 shows plant size (as indicated by leaf area index (LAI)) of each treatment over six years. In 2012, growth was limited because the spring was unusually cool.

 

 

Figure 5. Plant size indicated by leaf area index (LAI), 2007-2012. NS means there was no statistical difference between the treatments. Letters a,b,c indicate treatments that were statistically different. In 2010 the two elevated temperature treatments had more leaf area than ambient but were not different from each other. In 2011-2012, all three treatments were different from each other.

 

 

 

 

3.3 (3 pts) Consider Figure 5 to answer the following questions.

a) Do you think this system is reaching a stable (equilibrium) state, or do you think that it is still unstable and unpredictable due to all the disturbance caused by creating the chambers?

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b) What do you see in the graph that supports your reasoning?

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c) Why would that indicate either a stable or unstable condition? (Note: There is more than one right answer here; simply explain your observations and reasoning.)

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3.4 (3 pts) What is the appropriate scope of inference of this experiment? In other words, how far can we generalize the results–Can we generalize beyond the terracosms to grasslands of the Willamette Valley? To all grasslands? To all natural ecosystems?

Type answer here.

 

Synthesis and Relevance (4pts)

In climate change science and policy, the concept of resilience is gaining importance. Put simply, resilience is the ability to maintain key functions and essential stability despite profound disturbance; in essence it is the tool that enables a system to be sustainable. Reflect on the concept of resilience as you answer the questions below:

 

a) One solution proposed for preserving species threatened by climate change is to physically relocate them to more favorable areas as their native range becomes uninhabitable. Do you think the terracosm experiment indicates Willamette Valley prairies will need to be relocated, or will be resilient to projected climate change? Explain, referring to specific elements of the experiment and data you saw above.

Type answer here.

 

b) Willamette Valley prairies are imperiled, even without climate change, and are actively managed for threatened and endangered species. Climate change resilience includes the idea that we need a diverse ecological landscape to maintain ecosystem services we depend upon as the climate system changes, these prairies being one example. Can you name three ecosystem services these prairies provide that may help human communities be more resilient to climate change?

Type answer here.

 

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